Me Up at Does free essay sample

The Alternate Perspective E. E. Cummings invites readers to â€Å"put yourself in someone else’s shoes† in his 1963 poem, Me up at does. We will write a custom essay sample on Me Up at Does or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though short and, when evaluated according to traditional English sentence structure, â€Å"grammatically incorrect,† the poem exhibits the same basic elements found within any other form of poetry. Included in these elements is a speaker who narrates the poetry to the audience; the author’s unique selection of words, otherwise known as diction; an original use of syntax; the inclusion of various forms of figurative language; the incorporation symbols and allegorical elements into the poem; the use of symbolism requiring an imagination of each individual reader; and, of course, an underlying theme, which this author leaves to our own interpretation. This seemingly-simple poem actually provides a variety of themes for exploration in seeking to determine the author’s overall meaning behind the composition of E. E. Cummings’s Me up at does. Me up at does introduces us to a 3rd person (limited) speaker, by which the audience is able to view the situation from the eyes of the narrator; but this knowledge of the ongoing situation is limited only to the information provided by the speaker themselves. We are then briefly introduced to the two major characters (and only characters, for that matter) in the poem— the narrator and the mouse. We can extrapolate many details of the situational structure presented in the poem- the narrator had set a â€Å"mouse trap† (likely within his own home) to poison and kill the mice living amongst him; the mouse, innocent and helpless, has recently consumed some the poison; as the mouse’s life is coming to a rapid end, it is able to send an unspoken message while staring up at the narrator; the message tells the speaker of his proclaimed innocence and struggle to understand what he did differently than anyone else (especially the narrator) to deserve such a punishment, especially such a punishment as harsh as death. The primary and most obvious conflict presented in Me up at does is that of the character struggle between the poem’s narrator and the poisoned, quickly-ailing mouse. In this particular poetic conflict, we can draw the conclusion that the mouse’s character takes on that of the protagonist— the mouse is identified as the â€Å"good guy† in this poem because he is presented as the innocent victim who has been unrightfully discriminated against without reason. The mouse could also be considered the static character in this poem because his character does not really change from beginning to end; he is more of a role-player used to provide a means for delivering the author’s message. Therefore, the antagonist (who is held accountable for the bringing about of conflict) can be identified to the character of the poem’s speaker, who is accountable for initially setting up the mouse trap and is ultimately responsible for putting a harsh and undeserved end to the life of the mouse. The narrator is also likely considered to be the more dynamic character of the two; this is because he or she is the one who shows the most notable demonstration of change by or within a character in the poem. While the mouse does not have much time or ability to change his poetic character before dying, the narrator has the ability to consider and dwell upon the attention that the mouse brought to his wrongdoings; not only during the time period presented within the poem, but also during the remainder of his or her [ongoing] life afterward. However, the struggle between the protagonist and antagonist analyzed above is not the only conflict developed amongst the characters within Me up at does. E. E. Cummings leaves open the potential to evaluate another struggle developed; this alternative poetic conflict is that by which the narrator faces an internal struggle with his own actions, and the possible feeling of regret and realization of wrongdoing that simply came too late. This allows the narrator to learn a lesson and thus gives the poem a â€Å"point† or lesson. In doing so, it not only allows the narrator to reflect on his or her own actions, but also for the reader to open their own mind to the possibility of a similar situation within their own life. This inclusion of the reader to the poem provides a base for interest of the audience, allowing readers to relate the lessons explored through the poetry and make these lessons applicable within their surroundings. It is important not to underestimate the struggles noted within a poem; as such, we must note that an inner struggle of both the narrator and the mouse is definitely possible. The inner struggle within the narrator has already been explained. The mouse, on the other hand, may be suffering an inner struggle dealing with self-esteem issues. Not only is the mouse confused as to what it has done so wrong that the narrator himself would not do, but the mouse could also be beginning a pattern of blaming this on himself and developing self-esteem issues that have been building up as a result of continued prejudice against the â€Å"mouse,† or whoever this mouse may be representing (but this is a matter of talked about in the themes of the poem, which will be discussed later). Perhaps the most notable detail of Me up at does is brought out in the syntax of the poem. The arrangement of words within the poetry seem to be strategically fixed; they seem to somewhat â€Å"mock† the setting and situation of the poem. For instance, the first half of the poem is very difficult to read. The last half, on the other hand, seems to flow as smoothly as any other poem. ‘Why is this? ’ a reader may wonder. One possibility of this arrangement is that E. E. Cummings intended for both the halves of Me up at does to be facing the center; that is, the first half of the poem can be read much more clearly when the poem is read from the center up to the top backwards. Then, the second half can be read straightforward from the center down. As mentioned before, this balance was likely used to â€Å"mock† the situation taking place during this poem- the narrator is intended to represent the first half of the poem, and the mouse is supposed to represent the second half; and the two are supposed to be facing each other. This creates a feeling amongst the poem’s words of representation of the poem’s current setting and perhaps makes the poem feel more alive or recent, and makes the reader feel more engaged in the poem- more like a participant than a bystander of the situation at hand. The possible symbols used within Me up at does are those of the mouse standing for one who has been discriminated against at any point in history, and the narrator may stand for one who experiences an epiphany or realization of guilt for the wrongdoing brought about by this discrimination exhibited. For instance, a possible example that may be suitable are Hitler standing for the narrator and his realization of wrongdoing; and the mouse representing the Jews during the Holocaust wondering what they had done that Hitler or any of the other Nazi would not have done. Or, the narrator could stand for a slaveholder during the time of segregation and the mouse may be a representation of an African American, also wondering what he had done so wrong- was the unfair treatment based solely upon his skin? Symbols such as these, and other similar relations, may be drawn from the poem with a sufficient amount of evidence to support an argument for distinct symbolism demonstrated within the poem. E. E. Cummings allows his readers to draw a variety of possible themes from his poem. Me up at does simply does not provide a message direct enough for all readers to draw the same conclusion about the author’s message. For instance, an animal rights activist may view this poem as a means to bring attention to the innocence of all animals, large and small. However, as open for interpretation the poem may be, performing a little background research on the author’s message lends somewhat of a bias toward one potential theme over another. Other readers of this poem have a more concrete interpretation of E. E. Cummings’s underlying meaning; one that includes a focus on those looked down upon by others who consider themselves to be of a higher ranking status. This interpretation common views the mouse’s death as a symbol of the product of undeserved prejudice, and the narrator’s nonverbal communication with the mouse as his or her first realization of this unwarranted discrimination. Upon reflection of Me up at does, one reader writes, â€Å"The poisoned mouse is a representation of a person, race, or someone from the lower status of society who is ostracized and experiencing diminution†¦ The mouse, I would say, is one who experiences exploitation and dehumanization by people and the social order under which he exists† (Alforte). The reader also addresses a view of symbolism, much like my own personal interpretation, used within this poem, â€Å"Why the mouse is poisoned is a symbolism of the many social insights and norms in his society, which the personal himself is a victim by believing and following them. ‘What have I done that you wouldn’t have? ’ is a query asked to those who regard themselves as normal and usual individuals under a normal society that punishes the non-normal and the usual, and treats them like a mouse— to be poisoned and eliminated, not to allow them to achieve equality with the rest of the members of the society† (Alforte). The essential theme of this poem, though still open for individual interpretation, seems to be about the human life experience and the opportunity to live that we have each been given; but with this opportunity comes hardships and it should be expected that, at some point or another, each of us will feel subjected and be treated unfairly by others.

In Exile by Chekhov- English Essay

In Exile by Chekhov- English Essay Free Online Research Papers â€Å"In Exile† by Chekhov- English Essay Anton Pavlovich Chekhov was born in the small seaport of Taganrog, southern Russia, as the son of a grocer and grandson of a serf, who had bought his own freedom and that of his three sons in 1841. He also taught himself to read and write. Chekhovs mother was Yevgenia Morozov, the daughter of a cloth merchant. Chekhovs childhood was shadowed by his fathers tyranny, religious fanaticism, and long nights in the store. When I think back on my childhood, he later said, it all seems quite gloomy to me. â€Å"In Exile†, written by Chekhov in 1892, tells of a detailed census of some ten-thousand convicts and settlers condemned to live their lives on that unfriendly island. Chekhov was a doctor as well as a writer, and went to inspect the human conditions of the penal colony. In 1890, Chekhov left the comforts of Moscow and early fame to journey across Siberia to the edge of Russia. His aim: to see for himself the worst evils of the empire. He succeeded, witnessing here flogging, child prostitution, and murder. Chekhov called Sakhalin the most depressing place in our land I have been, but would be forever thankful for making the trip. The environment was cold, wet, and there was clay wherever you looked. The story focuses on three main characters; Preacher, Tartar, and Vasily. Preacher, an old man of sixty, lean and toothless, but broad shouldered and still healthy-looking, was drunk; he would have gone in to sleep long before, but he had a bottle in his pocket. Preacher had known what it was like to live the good life. He was a deacon’s son and new the riches of good food, nice clothes, and a warm bed. Now he is at a point where he can â€Å"sleep naked on the ground and eat grass.† Preacher is a man of many words. None of which are compassionate. Preacher takes refuge from his forsaken existence in a bottle of Vodka, which in this era is common place. His days are spent ferrying people from one bank of the Volga River to the other. His nights are spent trying to keep dry and warm. As new convicts arrive on the island, Preacher relishes in telling them there is no hope that anything will get better and there is nothing good on the island. At the first mention of better days, Preacher is quick to inject, â€Å"Just foolishness, brother. Itâ €™s the devil stirring you up, blast his soul. Don’t listen to him, the evil one! Don’t give in to him.† Preacher is content to live in despair and give up on finding any happiness on Sakhalin Island. Tatar was ill and weary, and wrapping himself up in his rags was describing how nice it was in the Simbirsk province, and what a beautiful and clever wife he had left behind at home. The Tatar glanced at the sky. There were as many stars as at home, and the same blackness all round. He was not more than twenty five, and now by the light of the camp-fire, with his pale and sick, mournful face, he looked like a boy. He was sent to the island for stealing horses, although he denies being responsible. Although exiled on the island, Tartar has great hopes his wife will join him when his father dies. He speaks of his wife with great admiration. Tartar has hope for happiness and better days. He believes it is better to have one day of happiness than none. The day came when Tartar had heard enough of Preachers’ preaching of despair. He gathered all of his strength and spoke these words, â€Å"God created man to be alive, be joyful, be sad and sorrow, but you want nothing†¦.You stone-and God not love you.† Vasily Sergeich was sent to the island for forging a will. You might say he was sent into exile for chasing money. His life on the island was spent chasing money as well. He needed money to support his wife when she came to live on the island. The day Vasily found out his wife was coming he was jubilant. This was short lived as his wife soon left the desolate island with another man. Although despondent over his wife leaving, his consolation was his daughter. This too kept him chasing money. Vasily was a greedy man, his needs came above all else. Even as his daughter lay dieing of consumption, Vasily would rather let her die than let her leave. The human condition is a fragile one. The coping ability of each individual denotes the amount of happiness one will find in life. On the Island of Sakhalin, Chekhov saw nothing in the lives of the people that could not be explained and pardoned, and he returns to his ill-fated, useless people again and again, not to preach any doctrine of pessimism, but simply because he thought that the world was the better for a certain fragile beauty of their natures and their touching faith in the ultimate salvation of humanity. The characters of this story have all dealt with their life of exile in their own way. One with preaching hopelessness, one with hopes of better days, and one that just survives one day at a time. I find it ironic that Chekhov wrote this story in 1892, as he was sent to live in exile from the intellectuals of Moscow in 1897 due to tuberculosis. Works cited: The seagull reader theatrehistory.com/russian/chekhov001.html en.wikipedia.org/wiki/Sakhalin sakhalin.ru/Engl/ karafuto.com/ Research Papers on â€Å"In Exile† by Chekhov- English Essay19 Century Society: A Deeply Divided EraThe Spring and AutumnMind TravelHarry Potter and the Deathly Hallows EssayThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This NiceHip-Hop is ArtHonest Iagos Truth through DeceptionAssess the importance of Nationalism 1815-1850 EuropePersonal Experience with Teen Pregnancy

Advertising, Sex and Shifting Cultural Attitudes Assignment

Advertising, Sex and Shifting Cultural Attitudes - Assignment Example The long time ago, the society demanded of us to repress our instincts even though this often resulted in psychic dissatisfaction. Over the last few decades, advertising and particularly using sex appeal has led to a massive shift in this attitude. Today, passions are advocated for to be freely indulged. Individuals have been led to believe that they are entitled to seek romantic and sexual zeal. As a result, social ills such as divorce, unfaithfulness in marriages and polygamy are now considered legitimate solutions. In fact, the sexual sell in advertising effectively trashes sex, which should be respected as a human activity meant for reproduction rather than just a mere recreational exercise. The other concern that sex appeal advertising has bred over the years is that of people as objects. Additionally, recent advertising’s perspective of sex is nothing but pornographic which reduces sexuality to a stupid joke. This is in itself a direct insult to any cultural values that uphold human dignity. Even more worrying is the fact that people have come to accept these demeaning images to the point of actualizing them. Besides, human beings being prone to accepting trends even when some are wrong have been trapped by this shift in cultural attitudes towards sex and romance. Some advertising images portray the woman consumer of a particular product as a superwoman. These images present a woman capable of performing all sorts of activities at home and at work assisted by the product being advertised. This effectively renders the people around such as the husband, friends, and children as just passive spectators. In connection to romance, this product gives the woman self-esteem and independence that no man can afford to offer.  

Understanding Luther Essay Example | Topics and Well Written Essays - 1000 words

Understanding Luther - Essay Example Understanding Luther Luther tried also to point that James considered the perfect law as a way to liberate men from bondages (James 1:25), However, Luther believed that Paul considered the law as the law of slavery, wrath, death and sin. In this ground, Luther was confident in his stand that James opposed Paul and the scriptures and whatever the apostles were able to accomplish by stimulating people to love. It is therefore evident that Luther was comparing both James and Paul’s epistle on the ground of faith and work. His stand was evident on Paul’s writing and he used this as his basis to consider James’ stand between faith and work as completely contradictory. Paul’s teaching about works and faith in Galatians Paul’s teachings about works and faith in Galatians are evident. His very example was the faith of Abraham which was considered righteousness before God. He would offer his son, by believing in God and that certain faith moved the hands of God on him. In this e xample, Paul pointed out that Abraham had faith and because of that, he would be willing to offer his son, as God commanded him. Paul depicted that real faith certainly would result to action that would justify it, just like what Abraham did. In the same way, Paul pointed out that it is only by faith we are justified in Christ. ... it is an act considered by Paul which results to having its fruit such as love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control (Galatians 5:22). Therefore, Paul was clear about its message that having faith in Jesus is about living in righteousness guided by the Spirit. Thus, there is an act involved in here to be initiated by man, combining the real essence and power of both faith and work. James’ teaching about works and faith in James James was also bold and clear about his stand on faith and works. ‘You foolish man, do you want evidence that faith without deeds is useless (dead)?’ (James 2:20). James wanted to emphasize that faith is made complete by what the person does (James 2:22). Abraham was made righteous and was remarkably remembered of his faith because of his ability to obey God to the fullest even if it would mean the life of his dear son. James just wanted to emphasize that a genuine faith would result to doing great things, no matter how hard they might be for as long as it is pleasing before God and in accordance to His will. Evaluating Luther Luther was exactly missing the real point of what righteousness is all about. He did not consider the fact that faith and works are interrelated which was elaborately shown by the epistles of Paul and James. However, compared to Paul, James was very bold in saying that genuine faith results to works that are acceptable and pleasing to God. Luther had a point believing that works cannot justify a person before God. It is absolutely true because the scripture is clear about it. ‘For it is by grace you have been saved, through faith – and this is not from yourselves, it is the gift of God – not by works, so that no one can boast (Ephesians 2:8-9). However, Luther is

How do you think that the Legal Services Act 2007 will change the Essay

How do you think that the Legal Services Act 2007 will change the Legal Profession - Essay Example To note, lawyers are duty-bound to preserve the respectable reputation of their profession. Also, it has been observed that restrictive legal practices prevent professional competition among legal practitioners (Mortensen, Bartlett, & Tranter, 2010). As such, in 2003, the Blair administration commissioned Sir David Clementi to conduct a review of the profession’s regulatory structure (Mortensen et al., 2010). Clementi’s report envisioned three major reforms which were adopted under the act: (1) the creation of the Legal Services Board (LSB); (2) the establishment of the Office for Legal Complaints (OLC); and (3) the authorization of alternative business structures. This set-up has actually been described as consumer-focused and competition-based. The LSB is meant to supervise or oversee the present professional bodies (Mortensen et al., 2010). It can only exercise its intervention power upon finding that the approved regulators have seriously failed or persistently fail ed in its responsibilities (Mortensen et al., 2010). The OLC on the other hand acts as the single handler of all complaints due to unsatisfactory legal services (Mortensen et al., 2010). This body accords the Ombudsman the power to issue orders against erring legal practitioners (Mortensen et al., 2010). ... n a store of knowledge that was more than ordinarily complex†; (2) secure a theoretical understanding of the field with which it tackles; (3) apply its complex and theoretical body of knowledge to the practical and feasible solution of social and human dilemmas; (4) â€Å"strive to add to and improve its stock knowledge†; (5) transmit the knowledge to newcomers formally and deliberately; (6) provide requirements for admission, proper conduct and legitimate practice; and (7) be imbued with altruism (cited in Bowie, 1988, p. 743). Law complies will all the aforementioned requisites. The most important quality is having an altruistic spirit -- the concern for public good. This separates law from the other occupations. It is the core of the profession. In this context, if altruism is absent, then law becomes a business. Business has never been regarded as a profession (Bowie, 1988). Business people are self-centered (Bowie, 1988). They are primarily motivated by self-interes t (Bowie, 1988). This description is clearly in contrast with the seventh quality which Flexner suggested. There is a need to emphasize this point since the Legal Services Act works opposite to the cited principle. The third envisioned reform will make the legal profession a business. Allowing alternative business structures between lawyers and non-lawyers is not the kind of competition that can solve the problem on poor legal services. The change will not lower the number of customer complaints. Stated in another sense, the ends will not justify the means. It is against the basic theory of professionalism (Moorhead, Sherr, & Paterson, 2003). It would be better to implement rules which can enhance the ability of lawyers and enlighten them of the importance of public service. The legal profession must

Mix Design Procedure And Principles Engineering Essay

Mix Design Procedure And Principles Engineering Essay 1. Introduction In the following coursework we are going to take look at the steps that must be taken into account for performing a concrete mix design. When we talk about mix design, we are going to deal with two categories of property requirements: one category specific for fresh concrete (fresh properties of concrete); and another category specific for hardened concrete (Neville 1995). The aim of this coursework is also to analyze the properties of the freshly formed concrete due to the design performed, and not of the hardened concrete. As outlined in Lecture 2, the two types of property categories are not independent from one another, more likely they are directly linked, and failure in compliance with fresh properties will lead to poor concrete quality in hardened state. Basically, concrete mix design is performed by a careful selection of quantities for concrete ingredients with the aim at producing cost effective concrete having a minimum set of properties such as: workability, compressive strength and durability (Neville 1995). For the purpose of this coursework, we are going to design concretes which will contain mixes of classic ingredients like ordinary Portland cement as a bonding material and, either 100% Gravel or 100% Recycled Aggregates, as a filler material. Also, we are going to design mixes by replacing a part of the Portland cement with cementitious materials such as Silica Fume (10% SF) or Fly Ash (30% FA) and the reason of using these fine materials is that they will limit the amount of energy consumed in the mixing process, which ordinary Portland cement is not capable of doing. Having 4 types of concrete mixes, we are going to deal with different properties between these mixes, each set of concrete properties being governed by the properties of the materials used. For example, recycled aggregate presents an increase in porosity compared with gravel, so it is no surprise that concretes with recycled aggregates will demand more water content than ordinary, natural aggregates. Eventually the workability will be affected by the higher water demand (Dhir et al. 1998). Also, as comparison between the effects on concrete determined by SF or FA we must state that concretes with FA will experience a decrease in water demand, reduced bleeding and good cohesiveness, while concrete with SF will bring an increase in water quantity. Because they were 4 different types of mixes to be designed and tested in the lab, 4 groups, each designing their own mix, were created. Our group had the task of performing the mix design for the 10% SF mix and this was done according to BS 1881: Part 125: 1983 Testing concrete Methods for mixing and sampling fresh concrete in the laboratory. Silica fume has certain characteristics that make the handling, when we make the mixing of components, to be a difficult task. This is due to the small particle size and high fineness of the silica fume, so slurry is going to be prepared, by combining silica fume with water, when performing the mixing and also we should make sure that the slurry will be fully dispersed into the mix. By having a high fineness, the SF particles will demand a large surface to be covered with water, bringing an increase in water demand as stated above. Mixes having silica fume as ingredient will give us high performance concretes., and the presence of SF in the mix design process will not only affect the quantities of the mix proportions to be used as ingredients of concrete, but also will lead to an improvement in the fresh properties of the concrete like: high cohesiveness, little to none bleeding, suitable for pumping (Neville et al. 1995). In the lab, after we performed the mix, we made some tests in order to have quality control over the product: Slump Test, according to BS EN 12350-2:2000 Testing fresh concrete Part 2: Slump test, to determine the workability of the concrete and the Plastic Density Test, according to BS 12350-6, 2000 Testing concrete Method for determination of density of compacted fresh concrete, to determine the actual plastic density of the concrete. 2. Mix Design Procedure and worksheets. 2.1. Procedure principles. It should be stated that this method is not an exact method of quantity assessment mainly, because of the variability of the parameters affecting the constituents of this procedure. Trial mixes are made with the purpose of guessing which combinations of ingredients will be suitable for the desired concrete properties and we can modify these mixes to correspond to our requirements (Neville 1995). 2.2. Description for performing concrete mix design. Mix design follows several steps according to BRE Report 331, in which the flow chart of steps takes into consideration all parameters of the mix constituents and also shows us how they are linked together. The results of the computation are going to be written on a Concrete Mix Design Form. For performing this procedure a number of initial specifications must be given, specifications which include: Cement type 52.5 N; Aggregate type Gravel; Maximum aggregate size 20 mm; Fine aggregate grading 44%; Aggregate relative densities 2600 kg/m3; 10% Silica Fume 0.45, 0.6 and 0.75 w/c, 180l/m ³ water content, Slump of 30-60 mm (achieving S3 with SP) The stages which govern this procedure, as specified in BRE Report 331 are: Stage 1 water/cement ratio Stage 2 water content Stage 3 cement content Stage 4 total aggregate content Stage 5 fine aggregate proportion Stage 6 trial mixing Having the 3 free-water cement ratios, the slump and the maximum size of the aggregates given, we can skip the first stage and the amount of water needed can easily be determined. As we can see, 3 mixes will be prepared for which we can determine the amount of bonding material needed if the quantity of water is known. In this total amount of bonding material, 10% is Silica Fume, while 90% is ordinary Portland cement. In stage 4 we shall determine the total quantity of aggregate present in the mix. Because we have the grading of the fine aggregate, we can determine the quantity of the coarse aggregates by subtracting from the total quantity of aggregate the fine aggregate quantity. From the total quantity of coarse aggregate we know that 1/3 is for 10 mm Gravel and 2/3 for 20 mm Gravel. After we have determined all the mix proportions, we have to make specimens from the resulted concrete mix, specimens which will be subjected to different tests and conditions in order to determine the suitability of hardened concrete. These concrete specimens result from trial mixes for which batch weights are computed for a batch size of 0.02 m3. One aspect hasnt been discussed so far: the use of admixtures in the concrete mix design. Admixtures are regarded as secondary ingredients of concrete, and not in the same class of importance like water or cement. There are different types of admixtures, depending on their effect on concrete, and, also their use is regarded from an economical and an increase in concrete quality point of view. For the purpose of our assignment, the admixture type which we are going to use is Superplasticizer (Glenium 51) and the British standard that regulates and controls their use is BS 5075: Part 3: 1985. Superplasticizers are water reducing admixtures, and their effect on concrete is related to an improvement in fresh properties, mainly an increase in workability. 4. Batch quantities allowing for absorption. 4.1. Porosity, Absorption and their link. Porosity and absorption are aspects concerning the aggregates, so the following discussion will take into account the way in which the presence of pores will affect the concrete. There are 2 types of pores: internal and external pores, which vary in size- the external pores, can even be seen sometimes with the naked eye. Because of its viscosity, cement paste cannot fully cover the pores of the aggregates, but water is able to do that, which eventually will lead in an increase of water demand (Neville 1995). It might seem that because its only related to aggregate, porosity and absorption will not affect concrete, but lets not forget that the weight of aggregates represents approximately 75% of the weight of concrete. Also, by doing the mixing of concrete in the lab, the moisture content of the aggregates decreases, so an adjustment for absorption of aggregates must be done: we fully dry the aggregates in an oven, after which we put the aggregates in water, for 24 hours. An increase in weight occurs, meaning that all the pores are fully saturated (Neville 1995). The absorption is expressed as a ratio between the moisture content increase observed in the dried aggregates to the mass of the dried aggregates. The following absorption values for aggregates are used for our designed concretes: Gravel 5/20 1.0% Sand 0/5 0.5% RA 5/10 3% RA 10/20 4% 4.2. Adjustments for absorption. The adjustments for absorption, determined in accordance with BS 812: Part 2, are performed on the aggregate types which are going to be used in the mixture. The aggregates which we are going to use for the 10% SF mix concrete are: sand 0/5 and gravel 5/20. The method allows computing the additional quantity of water required for absorption by the following formula: Material batch weight (kg) x absorption value (%) = additional water required Having found the additional water quantity, the adjustment for absorption of aggregates can be performed by: Aggregate batch weight (kg) absorbed water (kg) = adjusted aggregate batch weight 5. Mixing procedure and tests carried out in Lab 1. 5.1. Mixing procedure. Relevant Standards: BS 1881: Part 125: 1983 Testing concrete methods for mixing and sampling fresh concrete in the laboratory. The mixing procedure is the combining of all concrete ingredients, with the purpose so that the aggregates surface is covered by cement paste, and it follows 2 steps: a) Sample preparation; b) mixing. At the previous topic, the adjustment of aggregates for absorption was explained. Its one of the requirements for the sample preparation step, and was the last one that needed to be carried out before the proper mixing of all concrete ingredients can be performed. When discussing about sample preparation, we also must take into account that we should produce at least 10% more quantity of concrete than the required quantity for the tests that have to be done; Follows a series of tasks: initially, the aggregates should be added in the following order: coarse aggregate, fine aggregate, sand after which we mix for 30 seconds. 1/2 of the water quantity must be added next, mix for another minute, after which we thoroughly mix by hand. Water absorption by the aggregates takes place when we leave covered the mixer for 8 minutes. Silica fume is mixed with water for 1 minute before adding it to the mix, after which we add the cement and mix it for 1 minute. We clean the paddles; we add the remaining water and superplasticizer and mix for other 4-5 minutes, after which we ensure homogeneity by mixing the sample by hand. 5.2. Tests carried out in Lab 1. Before starting the discussion about what tests must be done, we should note that all these tests on fresh concrete should be carried out within 15 minutes of mixing. Two tests will be done: slump test and plastic density. After the tests are carried out, we must put the used concrete in the mixer and mix for other 30 seconds. The Slump test has the aim of analysis of the workability of the fresh concrete, and it regulated by BS EN 12350-2:2000 Testing fresh concrete Part 2: slump test standard. When performing this test we must have some basic equipment: a slump cone with foot rests and a metal rod (16 mm diameter, 600 mm long). First, we must moisten the slump cone, after which we pour the concrete in the cone, while it is hold firmly into position. The pouring of the concrete must be done in 3 equal layers which are tamped 25 times with the steel road. The excess of concrete at the top and around the slump cone is removed, after which the cone is removed, inverted and placed next to the slumped concrete in order to enable us to measure the vertical distance from the top of the cone to the highest point of the slumped concrete. The measured vertical distance has to be reported for the nearest 5 mm, and shows us the nature of the slump that we deal with: true, collapse and shear slump. Fig. 5.2: True, shear and collapse slump (Neville et al. 1987) If the shear or collapse of the sample concrete occurs, we must perform the slump test once again. Plastic Density is determined on a compacted concrete sample in the lab, and is regulated by BS 12350-6, 2000 Testing concrete Method for determination of density of compacted fresh concrete standard. When performing this test we must have some basic equipment: 10 liter steel container (200 mm internal diameter, 320 mm internal height, and 4 mm wall thickness), vibrating table and 300 mm steel rule. The test is carried out as follows: we measure the mass of the empty container after which we measure the mass of the container filled with 10 liter of water. The concrete is poured in the empty container, in six equal layers which will be compacted on the vibrating table and the excess concrete at the top will be removed. We record the mass of the container with the concrete in it; we return the concrete to the mixer and clean the equipment. The computation can now be performed with the following formula: Plastic density, D = m / V Where, m = mass of concrete in container (To the nearest 10 g) V = volume of container = mass of water in container (from calibration) /1000. During the mix design we have found a plastic density for each water-cement ratio. Having found that plastic density, the new lab computed plastic density must not differ by more than  ±20 kg/m ³ then the actual plastic density (mix design). 7. Yield: corrected mix proportions and differences between design/plastic and volumetric method. Because in the mix design we have taken into account only those parameters that have a major impact on concrete characteristics, and we disregarded those that have a minor role, some errors might occur during the mix design. Such errors might include: faulty maneuvering of concrete ingredients, errors in performing the mixing procedure. These errors are visible when the total weight of the concrete ingredients is different than the lab computed wet concrete density (plastic density). Having computed in the lab the actual plastic density of the mix, we can make corrections to the mix proportion weights so that some of the residual errors might be able to be corrected. One of the ways by which this can be done is adjusting for yield. Yield is the ratio between the actual density and the total density, and the adjustment is performed by multiplying this ratio with the weight of each constituent, giving us corrected mix proportions. As an example we shall perform the correction of the mix proportions for the 0.45 w/c ratio mix: During the mix design we have found that the wet density of concrete (plastic density) is 2380 kg/m3. Cement+10% SF 360+40 kg/m ³ Water 180 kg/m ³ Sand 650 kg/m ³ 10mm Agg 385 kg/m ³ 20mm Agg 770 kg/m ³ TOTAL DENSITY 2385 kg/m ³ ACTUAL PLASTIC DENSITY 2410 kg/m ³ (tested in labs) The correction is done with the following formula: Corrected = (Actual density/ Total Density) x each constituent = 2410/2385=1.0105 Cement+10% SF (365+40) kg/m ³ Water 180 kg/m ³ Sand 655 kg/m ³ 10mm Agg 390 kg/m ³ 20mm Agg 780 kg/m ³ CORRECTED DENSITY 2410 kg/m ³ Another method by which we can adjust the mix proportions is the volumetric method. The main feature of this method is that, when performing the adjustment, we will take into consideration the particle density of each constituent taking part in the mix design. We shall also make an example for the volumetric method of correction of mix proportions. Cement 360 kg/m ³ / 3150 kg/m ³ = 0.114 SF 40 kg/m ³ / 2000 kg/m ³ = 0.02 Water 180 kg/m ³ / 1000 kg/m ³ = 0.18 Sand 650 kg/m ³ / 2600 kg/m ³ = 0.25 10mm Agg 385 kg/m ³ / 2600 kg/m ³ = 0.148 20mm Agg 770 kg/m ³ / 2600 kg/m ³ = 0.296 ACTUAL 1.008 THEORETICAL 1.0000 The correction formula: Correction factor = (Theoretical/Actual) x each constituent = 0.992 Cement 355 kg/m ³ / 3150 kg/m ³ = 0.1133 SF 40 kg/m ³ / 2000 kg/m ³ = 0.020 Water 180 kg/m ³ / 1000 kg/m ³ = 0.180 Sand 645 kg/m ³ / 2600 kg/m ³ = 0.2474 10mm Agg 380 kg/m ³ / 2600 kg/m ³ = 0.1461 20mm Agg 765 kg/m ³ / 2600 kg/m ³ = 0.2932 ACTUAL 1.0000 THEORETICAL 1.0000 The main difference between the two methods which we have shown is that the yield method requires computing the lab plastic density, and comparing it to the plastic density taken into account in the design phase of the mix, while for the volumetric method is not necessary to make that extra effort in order to make the adjustment. As far as to which method is more appropriate to be used, from a first look at our example, we can consider that the volumetric method is more appropriate, at least from an economic point of view, because the adjustments made gave us smaller weights of materials than the adjustment for yield weights. But my opinion is that the plastic density method is much more appropriate to be used, because its more reliable, and you have a superior certainty about the elimination of the errors that appear in the mixing phase and also a better control of quality of the concrete. 8. Comments on fresh properties. The discussion about the fresh properties of concrete might seem to be not as important as the hardened concrete properties from a structural point of view, but as we have previously noted, there is a direct link between the two types of properties: for example the strength of hardened concrete is greatly improved when a sufficient compaction of the fresh concrete was established (Neville 1995).The objective of this discussion is to see the degree by which different concrete components affect the fresh properties of concrete, and we shall do this by comparing the mixes presenting silica fume, fly ash and recycled aggregate with the ordinary Portland cement mix (100% Gravel). The influence of aggregate type: by comparing the fresh properties of the 100% Gravel mix and 100% RA mix. Due to the fact RA have a higher porosity, a larger amount of water is needed in the mix which will eventually affect the workability of the fresh concrete. Because we have considered an absorption value for RA which was too high (RA density was larger than 2400kg/m3), the RA mix presented collapse slump, thus poor workability, also a slight bleeding, and segregation of the concrete constituents is present, leading to a poor cohesiveness. In the 30% FA and 10% SF mixes we have used as aggregate, gravel, so the influence of aggregate type on fresh concrete is the same in all 3 mixes, the only differences occur from the influence of other parameters. The cement type that we have used was either ordinary Portland cement (CEM I 52.5 N) or composite Portland cement, by combining the Portland cement with a cementitious material like silica fume or fly ash. As we can see from the comparison of the composite Portland cement mixes with those having only Portland cement, the 30% FA mix presents no bleeding or segregation of materials, a good cohesiveness and finishability. Fly ash reduces the amount of water to be used in the mix, having a similar effect as a superplasticizer, so at larger water cement ratios we have collapsed slump, poor cohesiveness, and a slight bleeding and segregation is present but the compactibility and finishability is still good, making it suitable for pumping . That is not the case with silica fume. Silica fume increases the water demand, and generally the mixes with silica fume present good cohesiveness, no bleeding and segregation, true slump giving us a good workability. The usage of both silica fume and sup erplasticizers has a good effect on concrete. The amount of fine material is directly linked to the cost of both silica fume and fly ash. The cost of production is quite large, so the use of silica fume and fly ash is no longer a cheap, viable solution for Portland cement replacement. As far as their consequences on fresh properties, for the 100% Gravel mix, at lower water-cement ratios we deal with a stiff mix, having less finishability and compactibility than when the amount of Portland cement is decreased, while the cohesiveness, lack of bleeding and segregation is kept the same on all mixes. We could use higher amounts of SF and FA but after a certain amount they cease to have any effect on the fresh properties of concrete. The water-cement ratio is one of the main factors affecting the concrete fresh properties, simply because water and cement are two of the main constituents of concrete. In the 100% RA mix, because of the use of RA, it was necessary to have a higher amount of water than in the other 3 mixes, which in return gave us a poor cohesiveness, a collapsible slump resulting in a poor workability. Also some segregation and bleeding was observed, which was not present in the other mixes. As a general rule, when the w/c ratio is decreased, the ratio between the other concrete constituents is kept constant, so the workability increases (Neville 1995). The SP amount required for workability. Superplasticizers greatly affect the slump of a mix. For the 100% Gravel mix we used approximately 0.12% amount of superplasticizers for all w/c ratios, which gave us a true slump. When we look at the 30% FA and 10% SF mix we can see that we have increased the amount to about 0.31% which gave us a collapse in slump when we used FA, so too much SP, and a true slump for SF, because SF works much better with SP compared to FA. 9. Conclusions This coursework has to be looked at as being divided in two parts: a part about the concrete mix design and establishing all the mix proportions of the concrete constituents and another part relating to the fresh properties of the resulted concrete. During this coursework we have successfully designed 4 types of concrete, and as a result the fresh properties of the 4 concretes were individually established and assessed. The mix of concrete ingredients, the determination of slump and the computation of plastic density were all done in the lab according to the relevant standard governing each task. The designed concrete types were: 100% Gravel, 100% RA, 30% FA and 10% SF. By assessing the concrete fresh properties we have seen which mixes had problems and were not suitable for using on site, but excluding some problems found (a high amount of superplasticizer than the one needed in the 30% FA), in general the mixes presented good workability without segregation or bleeding, were suitable for pumping so they could be used on site, in real conditions.

Holocaust Death Camp Inhumanity Essay example -- History, Auschwitz

A 40 acre piece of land is attributed for over 2 million deaths, this is more than the total number of British and American soldiers combined that died in World War II. This small acreage was called Auschwitz and to the prisoners who stayed and died there it caused both mental and physical inhumanity to them. Mental inhumanity is an act against someone or a group of people, which is considered immorally wrong, on which affects their thoughts or feelings. Physical inhumanity is an act against a person or people which is considered immorally wrong, on which affects their body and health. Both of these acts of inhumanity were committed not only at Auschwitz but at every death camp established during the Holocaust. Edward Bond a playwright that lived through WW2 says that, â€Å"Humanity's become a product and when humanity is a product, you get Auschwitz† (BrainyQuote 1). This means that when humanity becomes a privilege to some and not a natural right to all then things lik e Auschwitz and in turn the Holocaust happen. The Holocaust death camps were considered both mentally and physically inhumane; the total effect of them shows the true level of inhumanity they installed. The death camps were mentally inhumane on the prisoners; especially during the first few days because most inmates had some to all of their family taken away and killed. The camps tore families apart and people watched as their loved ones left to be killed. Elie Wiesel talks about the last time he saw his mother and sister and how when he left the train he and the others were forced into groups with, â€Å"‘Men to the left! Women to the right’ Eight words spoken quietly in differently, without emotion. Eight simple short words, yet that was the moment when I left my ... ...hat the level of inhumanity in the camps had to of been so large and so deeply implanted in him in order for it to still so majorly affect him some 33 years later that he would take his own life. The total after effects of the holocaust death camps were the levels for both mental and physical inhumanity they placed on the prisoners there. The mental inhumanity was so bad that most prisoners thought of suicide and some even committed it. Along with this was the pain and torture the prisoners felt from the physical inhumanity which resulted in deaths of over 50% of the inmates who stayed there. The total effect of both of the camps is shown throughout inhumanity brought about in there. The fact that inhumanity was able to cause the deaths of just about 6,000,000 people shows how easy it is for it to hurt other humans. The question remains†¦ †¦can it be stopped? Holocaust Death Camp Inhumanity Essay example -- History, Auschwitz A 40 acre piece of land is attributed for over 2 million deaths, this is more than the total number of British and American soldiers combined that died in World War II. This small acreage was called Auschwitz and to the prisoners who stayed and died there it caused both mental and physical inhumanity to them. Mental inhumanity is an act against someone or a group of people, which is considered immorally wrong, on which affects their thoughts or feelings. Physical inhumanity is an act against a person or people which is considered immorally wrong, on which affects their body and health. Both of these acts of inhumanity were committed not only at Auschwitz but at every death camp established during the Holocaust. Edward Bond a playwright that lived through WW2 says that, â€Å"Humanity's become a product and when humanity is a product, you get Auschwitz† (BrainyQuote 1). This means that when humanity becomes a privilege to some and not a natural right to all then things lik e Auschwitz and in turn the Holocaust happen. The Holocaust death camps were considered both mentally and physically inhumane; the total effect of them shows the true level of inhumanity they installed. The death camps were mentally inhumane on the prisoners; especially during the first few days because most inmates had some to all of their family taken away and killed. The camps tore families apart and people watched as their loved ones left to be killed. Elie Wiesel talks about the last time he saw his mother and sister and how when he left the train he and the others were forced into groups with, â€Å"‘Men to the left! Women to the right’ Eight words spoken quietly in differently, without emotion. Eight simple short words, yet that was the moment when I left my ... ...hat the level of inhumanity in the camps had to of been so large and so deeply implanted in him in order for it to still so majorly affect him some 33 years later that he would take his own life. The total after effects of the holocaust death camps were the levels for both mental and physical inhumanity they placed on the prisoners there. The mental inhumanity was so bad that most prisoners thought of suicide and some even committed it. Along with this was the pain and torture the prisoners felt from the physical inhumanity which resulted in deaths of over 50% of the inmates who stayed there. The total effect of both of the camps is shown throughout inhumanity brought about in there. The fact that inhumanity was able to cause the deaths of just about 6,000,000 people shows how easy it is for it to hurt other humans. The question remains†¦ †¦can it be stopped?

Eating disorders and healthy eating Essay

Men make up 10 to 15 percent of the population with anorexia and bulimia, but are the least likely to seek help due to the gender stereotypes surrounding the disorders. a. Almost half of people in the United States personally know someone with an eating disorder, that half of the people in the class room know someone that has an eating disorder. b. Packing lunch , choosing restaurants wisely and keeping nutritious snacks on hand are just a few of the ways you can still manage to eat something and stay healthy at the same time. c. I would like to tell you more about healthy eating and what eating disorders and the effects are , how you can find out if some one you know has them and recognizing the symptoms d. What are the three types of eating disorders A. Anorexia Nervosa and Bulimia Nervosa and over eating Anorexia is a pathological fear of gaining weight leading to bad eating patterns, malnutrition, and u sually excessive weight loss and refusal to maintain a healthy weight. 1. When the person sees them self in the mirror they see extremely fat person, and to everyone else extremely skiny Bulimia is repeated binge eating followed by behaviors followed by purging to avoid weight gain 2. Taking laxative is also one the behaviors that people will take on to be able to lose the weight and be skinny Over eating is constantly eating without boundaries and past the appropriate amour of food or eating past the point of fullness 3. Some reasons are Boredom , anxiety and stress or even to please someone. B. Effects of eating disorders Treatments of eating disorders 1. Weight loss, fatigue, fainting, thin hair and nails Dehydration, menstrual irregularly, heart problems, took damge The worst one of all death Some therapy to talk about why the eating disorders is present and help the patient though it. 1. Most of the times eating disorders are issues that have gone untreated; and a way for people to feel like they have control over their lives. Medication that increases hunger for some and suppresses hunger for others

Behavior Therapy in a Multicultural Setting

Behavioral approach is based on the principle of explaining one’s behavior through observation. Through observation an individual is able to mimic the behaviors of others – a process more commonly known as learning. It is further believed that behavior is affected by our environment. Since behavior is learned, it can also be unlearned. This is one of the benefits of the behavioral approach.Therefore, behavior which is harmful to the society or runs against socially accepted norms may still be unlearned. As for behavior which serves to improve the state of the person, such behavior can be enhanced.The process of learning and changing a person’s environment are strong tools of behavioral therapists enabling them to address the particular needs of their clients. There are four major aspects of behavior therapy – (1) classical conditioning, (2) operant conditioning, (3) social learning theory, and (4) cognitive behavior therapy. Classical conditioning is the u se of significant associations to moderate behavior. Operant conditioning is the use of consequences to alter the condition and form of behavior. Cognitive behavior therapy is based on altering mental processes and behaviors, with the aim of influencing disturbed emotions.These can be applied in the work because these methods are not culture-specific. In a culturally diverse population, all except the social learning approach can be used for counseling. Social learning theory gives prominence to the reciprocal interactions between an individual’s behavior and the environment. This theory requires that individuals mimic observed actions after undergoing a process of understanding and internalizing the observed behavior. Since people coming from different cultures are exposed to different kinds of accepted behaviors, their internalization and understanding of social norms are also different.When counseling multi-racial individuals therefore, a view as to the particular culture from which the individuals came from must be taken. References Dayan, P. , Kakade, S. , & Montague, P. R. (2000). Learning and selective attention. Nature Neuroscience 3, 1218 – 1223. Kirsch, I. , Lynn, S. J. , Vigorito, M. & Miller, R. R. (2004). The role of cognition in classical and operant conditioning. Journal of Clinical Psychology 60, 369 – 392. McSweeney, F. K. , Hinson, J. M, & Cannon, C. B. (1996). Sensitization-habituation may occur during op

Timeline of Major US Public Land Laws and Acts

Timeline of Major US Public Land Laws and Acts Beginning with the Congressional Act of 16 September 1776 and the Land Ordinance of 1785, a wide variety of Congressional acts governed the distribution of federal land in the thirty public land states. Various acts opened up new territories, established the practice of offering land as compensation for military service, and extended preemption rights to squatters. These acts each resulted in the first transfer of land from the federal government to individuals. This list is not exhaustive, and does not include acts that temporarily extended the provisions of earlier acts, or private acts that were passed for the benefit of individuals. Timeline of U.S. Public Land Acts 16 September 1776: This Congressional Act established guidelines for granting lands of 100 to 500 acres, termed bounty land, for those who enlisted in the Continental Army to fight in the American Revolution. That Congress make provision for granting lands, in the following proportions: to the officers and soldiers who shall so engage in the service, and continue therein to the close of the war, or until discharged by Congress, and to the representatives of such officers and soldiers as shall be slain by the enemy: To a colonel, 500 acres; to a lieutenant colonel, 450; to a major, 400; to a captain, 300; to a lieutenant, 200; to an ensign, 150; each non-commissioned officer and soldier, 100... 20 May 1785: Congress enacted the first law to manage the Public Lands that resulted from the thirteen newly independent states agreeing to relinquish their western land claims and allow the land to become the joint property of all citizens of the new nation. The 1785 Ordinance for the public lands northwest of the Ohio provided for their survey and sale in tracts of no less than 640 acres. This began the cash-entry system for federal lands. Be it ordained by the United States in Congress assembled, that the territory ceded by individual States to the United States, which has been purchased of the Indian inhabitants, shall be disposed of in the following manner... 10 May 1800: The Land Act of 1800, also known as the Harrison Land Act for its author William Henry Harrison, reduced the minimum purchasable unit of land to 320 acres, and also introduced the option of credit sales to encourage land sales. Land purchased under the Harrison Land Act of 1820 could be payed for in four designated payments over a period of four years. The government ultimately ended up expelling thousands of individuals who could not make the repayment of their loans within the set time, and some of this land ended up being resold by the federal government several times before defaults were rescinded by the Land Act of 1820. An act providing for the sale of the land of the United States, in the territory north-west of the Ohio, and above the mouth of the Kentucky river. 3 March 1801: Passage of the 1801 Act was the first of many laws passed by Congress giving preemption or preference rights to settlers in the Northwest Territory who had purchased lands from John Cleves Symmes, a judge of the Territory whose own claims to the lands had been nullified. An Act giving a right of pre-emption to certain persons to certain persons who have contracted with John Cleves Symmes, or his associates, for lands lying between the Miami rivers, in the territory of the United States northwest of the Ohio. 3 March 1807: Congress passed a law granting preemption rights to certain settlers in Michigan Territory, where a number of grants had been made under both prior French and British rule. ...to every person or persons in actual possession, occupancy, and improvement, of any tract or parcel of land in his, her, or their own right, at the time of the passing of this act, within that part of the Territory of Michigan, to which the Indian title has been extinguished, and which said tract or parcel of land was settled, occupied, and improved, by him, her, or them, prior to and on the first day of July, one thousand seven hundred and ninety six...the said tract or parcel of land thus possessed, occupied, and improved, shall be granted, and such occupant or occupants shall be confirmed in the title to the same, as an estate of inheritance, in fee simple... 3 March 1807: The Intrusion Act of 1807 attempted to discourage squatters, or settlements being made on lands ceded to the United States, until authorized by law. The act also authorized the government to forcibly remove squatters from privately-owned land if the owners petitioned the government. Existing squatters on unoccupied land were allowed to claim as tenants of will up to 320 acres if they registered with the local land office by the end of 1807. They also agreed to give quiet possession or abandon the land when the government disposed of it to others. That any person or persons who, before the passing of this act, had taken possession of, occupied, or made a settlement on any lands ceded or secured to the United States...and who at the time of passing this act does or do actually inhabit and reside on such lands, may, at any time prior to the first day of January next, apply to the proper register or recorder...such applicant or applicants to remin on such tract or tracts of land, not exceeding three hundred and twenty acres for each applicant, as tenants at will, on such terms and conditions as shall prevent any waste or damages on such lands... 5 February 1813: The Illinois Preemption Act of 5 February 1813 granted preemption rights to all actual settlers in Illinois. This was the first law enacted by Congress which conveyed blanket preemption rights to all squatters in a speciï ¬ ed region and not simply to certain categories of claimants, taking the unusual step of going against the recommendation of the House Committee on Public Lands, which strongly opposed granting blanket preemption rights on the grounds that doing so would encourage future squatting.1 That every person, or legal representative of every person, who has actually inhabited and cultivated a tract of land lying in either of the districts established for the sale of public lands, in the Illinois territory, which tract is not rightfully claimed by any other person and who shall not have removed from said territory; every such person and his legal representatives shall be entitled to a preference in becoming the purchaser from the United States of such tract of land at private sale... 24 April 1820: The Land Act of 1820, also referred to as the 1820 Sale Act, reduced the price of federal land (at the time this applied to land in the Northwest Territory and Missouri Territory) to $1.25 acre, with a minimum purchase of 80 acres and a down payment of only $100. Further, the act gave squatters the right to preempt these conditions and purchase the land even more cheaply if they had made improvements to the land such as the building of homes, fences, or mills. This act eliminated the practice of credit sales, or the purchase of public land in the United States on credit. That from and after the first day of July next [1820] , all the public lands of the United States, the sale of which is, or may be authorized by law, shall when offered at public sale, to the highest bidder, be offered in half quarter sections [80 acres] ; and when offered at private sale, may be purchased, at the option of the purchaser, either in entire sections [640 acres] , half sections [320 acres] , quarter sections [160 acres] , or half quarter sections [80 acres] ... 4 September 1841: Following several early preemption acts, a permanent preemption law went into effect with the passage of the Preemption Act of 1841. This legislation (see Sections 9–10) permitted an individual to settle and cultivate up to 160 acres of land and to then purchase that land within a specified time after either survey or settlement at $1.25 per acre. This preemption act was repealed in 1891. And be it further enacted, That from and after the passage of this act, every person being the head of a family, or widow, or single man, over the age of twenty-one years, and being a citizen of the United States, or having filed his declaration of intention to become a citizen as required by the naturalization laws, who since the first day of June A.D. eighteen hundred and forty, has made or shall hereafter make a settlement in person on the public lands...is hereby, authorized to enter with the register of the land office for the district in which such land may lie, by legal subdivisions, any number of acres not exceeding one hundred and sixty, or a quarter section of land, to include the residence of such claimant, upon paying to the United States the minimum price of such land... 27 September 1850: The Donation Land Claim Act of 1850, also called the Donation Land Act, provided free land to all white or mixed-blood Native American settlers who arrived in Oregon Territory (the present-day states of Oregon, Idaho, Washington, and part of Wyoming) before December 1, 1855, based on four years of residence and cultivation of the land. The law, which granted 320 acres to unmarried male citizens eighteen or older, and 640 acres to married couples, split equally between them, was one of the first that allowed married women in the United States to hold land under their own name. That there shall be, and hereby is, granted to every white settler or occupant of the public lands, American half-breed Indians included, above the age of eighteen years, being a citizen of the United States....the quantity of one half section, or three hundred and twenty acres of land, if a single man, and if a married man, or if he shall become married within one year from the first day of December, eighteen hundred and fifty, the quantity of one section, or six hundred and forty acres, one half to himself and the other half to his wife, to be held by her in her own right... 3 March 1855: – The Bounty Land Act of 1855 entitled U.S. military veterans or their survivors to receive a warrant or certificate which could then be redeemed in person at any federal land office for 160 acres of federally owned land. This act extended the benefits. The warrant could also be sold or transferred to another individual who could then obtain the land under the same conditions. This act extended the conditions of several smaller bounty land acts passed between 1847 and 1854 to cover more soldiers and sailors, and provide additional acreage. That each of the surviving commissioned and non-commissioned officers, musicians, and privates, whether of regulars, volunteers, rangers, or militia, who were regularly mustered into the service of the United States, and every officer, commissioned and non-commissioned seaman, ordinary seaman, flotilla-man, marine, clerk, and landsman in the navy, in any of the wars in which this country has been engaged since seventeen hundred and ninety, and each of the survivors of the militia, or volunteers, or State troops of any State or Territory, called into military service, and regularly mustered therein, and whose services have been paid by the United States, shall be entitled to receive a certificate or warrant from the Department of the Interior for one hundred and sixty acres of land... 20 May 1862: Probably the best recognized of all land acts in the United States, the Homestead Act was signed into law by President Abraham Lincoln on 20 May 1862. Taking effect on 1 January 1863, the Homestead Act made it possible for any adult male U.S. citizen, or intended citizen, who had never taken up arms against the United States, to gain title to 160 acres of undeveloped land by living on it five years and paying eighteen dollars in fees. Female heads of household were also eligible. African-Americans later become eligible when the 14th Amendment granted them citizenship in 1868. Specific requirements for ownership included building a home, making improvements, and farming the land before they could own it outright. Alternatively, the homesteader could purchase the land for $1.25 per acre after having lived on the land for at least six months. Several previous homestead acts introduced in 1852, 1853, and 1860, failed to be passed into law. That any person who is the head of a family, or who has arrived at the age of twenty-one years, and is a citizen of the United States, or who shall have filed his declaration of intention to become such, as required by the naturalization laws of the United States, and who has never borne arms against the United States Government or given aid or comfort to its enemies, shall, from and after the first January, eighteen hundred and sixty-three, be entitled to enter one quarter section [160 acres] or a less quantity of unappropriated public lands...

Unit VII Assessment MC Essay Example | Topics and Well Written Essays - 500 words

Unit VII Assessment MC - Essay Example The maintenance supervisor assigned all of them to clean the morgue and the basement. These employees were not allowed to work on any other floors or come into contact with patients. (8) Omar Khaleel applied for a job as a bus driver with the Overland Omnibus Corporation. His employer was worried that it might be dangerous to allow someone of Middle Eastern descent to drive a large bus, loaded with 160 gallons of fuel, into the heart of the downtown areas in the cities served by the company. Therefore, he asked Omar to submit a more stringent background check than was used for other bus drivers. Eight months later, the background check was completed and Omar was hired as a driver. (9) Margaret comes to work in clothes highly reflective of the national origin of her ancestors, and which also happen to violate the dress code of the White City Dairy. She is told to return home, and change into clothing that comports with the dress code. (10) Virtually all of the non-U.S. citizens in the labor pool available to an employer are of Mexican descent, many of whom are legal aliens having the right to work in the U.S. The employer implements a policy against hiring any non-U.S. citizens. This

Strategic Management Essay Example | Topics and Well Written Essays - 500 words - 4

Strategic Management - Essay Example Operational control is guided by the strategy used by the company and in the example given above, the operations of the company would need to setup the right kind of offices, get the required HR for the various functions of the business in the new market and then manage the day to day running of the business. In essence, while strategy is set to guide the company, operations are set to manage and run a business. While it may be possible and even politically correct to say that a company could work with the idea of bringing continual improvements to itself and thus remove any requirements for operational controls, the reality of the situation may be quite different. Operational controls are required to give the company some guidance in terms of how things are supposed to be done and how they are to be optimized (Welch, 2005). Simply searching for continual improvements may lead the company to be guided in several different directions in terms of operations as each department or even each individual may seek to bring improvements that may only apply to them on a personal basis. Similarly, it would be difficult to say that strategic controls could replace operational controls and the simple reason for that is they both have different realms of operation. Quality may have different implications for different customers since it is essentially an ethereal concept where the measure of quality for one customer may not be the same for another. For example, in the automobile industry, there are certain brands which are known for their quality and their repute as luxury brands. On the other hand, there are companies which work across the spectrum in the automobile market and produce economy as well as luxury cars. However, the perceived quality of the brand which is a luxury brand would likely to be higher than one which is a value brand. At the same time, there are customers who would consider